Menurunkan Stres Akademik melalui Intervensi Psikoterapi Berbasis Mindfulness pada Mahasiswa Generasi Z
DOI:
https://doi.org/10.62383/vimed.v3i1.2546Keywords:
Mindfulness, academic stress, psychotrophi intervention, college students , generation ZAbstract
This study aimed to determine the effectiveness of a Mindfulness -based psychotherapy intervention in reducing academic stress levels experienced by college students. The study used a pretest–posttest design without a control group, involving 10 active college students purposively selected based on moderate to high levels of academic stress. The intervention was implemented over two days and included reflective exercises and guided experiences focused on the application of the seven Mindfulness principles according to Kabat-Zinn (2015): non-judgment using personal standards, patience, a beginner's mind, trust, effortlessness, acceptance, and letting go. Data were collected using an academic stress scale that measures four aspects: coursework pressure, demands for satisfactory grades, time management for studying, and social support. Data were analyzed quantitatively using a paired-samples t-test. The results showed a significant decrease in academic stress levels from an average score of 73.1 to 58.5, indicating that this intervention was effective in helping students manage academic stress more consciously, calmly, and adaptively. This condition suggests that psychotherapy intervention through Mindfulness training can be a strategy to support students' psychological well-being in academic environments. Keywords: Mindfulness , academic stress, psychotrophic intervention, students
References
Alvarado-García, A., Rojas-Jara, C., & Fuentes-Barría, H. (2023). An online mindfulness meditation program as a means for mitigating academic stress among university students. Academic Journal of Interdisciplinary Studies, 12(1), 52–60. https://doi.org/10.36941/ajis-2023-0159
Creswell, J. D. (2017). Mindfulness interventions. Annual Review of Psychology, 68, 491–516.
Entwistle, N., & Ramsden, P. (2015). Understanding student learning (2nd ed.). Routledge.
Febriana, I., & Simanjuntak, E. (2023). Self-regulated learning dan stres akademik pada mahasiswa. Experientia: Jurnal Psikologi Indonesia, 9(2).
Galante, J., Galante, I., Bekkers, M.-J., & Gallacher, J. (2018). Effect of kindness-based meditation on health and well-being: A systematic review and meta-analysis. Journal of Consulting and Clinical Psychology, 86(6), 500–513.
Gedda-Muñoz, R., Fuentez Campos, Á., & Valenzuela Sakuda, A. (2023). Factors associated with anxiety, depression, and stress levels in high school students. European Journal of Investigation in Health, Psychology and Education, 13(9), 1776–1786. https://doi.org/10.3390/ejihpe13090129
Habibah, A. N. (2025). Koping religius sebagai solusi stres akademik mahasiswa tasawuf dan psikoterapi UINSA. Jurnal Pendidikan Integratif, 6(2). https://doi.org/10.18592/jah.v6i1.6432
Kabat-Zinn, J. (2015). Mindfulness for beginners: Reclaiming the present moment—and your life. Hachette Books. https://doi.org/10.1007/s12671-015-0456-x
Karyotaki, E., Cuijpers, P., Albor, Y., et al. (2020). Sources of stress and their associations with mental disorders among college students: Results of the WHO World Mental Health Surveys International College Student Initiative. Frontiers in Psychology, 11, 1759. https://doi.org/10.3389/fpsyg.2020.01759
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer.
Madani, P., Wahidah, E. Y., Wahyono, Z., & Kusnadi, A. (2025). Implementasi psikoterapi pada stres akademik dalam dinamika dunia pendidikan. Jurnal Ilmu Pendidikan dan Psikologi (JIPP), 3(2), 55–62.
Putra, R., & Lestari, A. (2021). Keterbukaan berpikir dan kreativitas belajar pada mahasiswa psikologi. Jurnal Psikologi Pendidikan dan Konseling, 7(2), 98–107.
Rahmawati, N., & Suryani, T. (2020). Peran mindfulness dan penerimaan diri terhadap stres akademik mahasiswa selama pembelajaran daring. Psikoislamedia: Jurnal Psikologi, 6(2), 89–101.
Riefaldy, M., Pratama, R., & Haryono, S. (2025). Mindfulness on stress reduction and concentration improvement of accounting students. Indonesian Journal of Innovation Studies, 25(1), 112–120.
Shapiro, S. L., Brown, K. W., & Biegel, G. M. (2007). Teaching self-care to caregivers: Effects of mindfulness-based stress reduction on the mental health of therapists in training. Training and Education in Professional Psychology, 1(2), 105–115. https://doi.org/10.1037/1931-3918.1.2.105
Silaen, S. M. J. (2023). Advancing academic resilience through emotion regulation in digital learning environments. Journal La Edusci, 6(3). https://doi.org/10.37899/journallaedusci.v6i3.2437
Sutarto, S., Sari, D. P., & Fathurrochman, I. (2020). The mindfulness-based stress reduction (MBSR) approach to improve academic resilience and emotional regulation among students. Jurnal Konseling dan Pendidikan, 8(3), 123–130. https://doi.org/10.29210/147800
UIN Raden Intan Lampung. (2023). Effects of stress coping and emotion regulation on student academic stress. KONSELI: Jurnal Bimbingan dan Konseling, 7(1).
Wulandari, A. N., & Astuti, R. (2021). Strategi coping stres akademik mahasiswa di masa pandemi Covid-19. Jurnal Psikologi Insight, 5(2), 77–86.
Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools: A systematic review and meta-analysis. Frontiers in Psychology, 5, 603. https://doi.org/10.3389/fpsyg.2014.00603
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Vitalitas Medis : Jurnal Kesehatan dan Kedokteran
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
